Perceptions of Cultural and Linguistic Preparedness- Deaf and Har

Hamline University DigitalCommons@Hamline School of Education Student Capstone Theses and Dissertations School of Education Fall 12-4-2015 Perceptions of Cultural and Linguistic Preparedness: Deaf and Hard of Hearing College Students’ Beliefs About Their K-12 School Setting Rebecca Rosenbarker Hamline University, rrosenbarker01@hamline.edu Follow this and additional works at: https://digitalcommons.hamline.edu/hse_all Part of the Education Commons Recommended Citation Rosenbarker, Rebecca, "Perceptions of Cultural and Linguistic Preparedness: Deaf and Hard of Hearing College Students’ Beliefs About Their K-12 School Setting" (2015) School of Education Student Capstone Theses and Dissertations 252 https://digitalcommons.hamline.edu/hse_all/252 This Thesis is brought to you for free and open access by the School of Education at DigitalCommons@Hamline It has been accepted for inclusion in School of Education Student Capstone Theses and Dissertations by an authorized administrator of DigitalCommons@Hamline For more information, please contact digitalcommons@hamline.edu, lterveer01@hamline.edu PERCEPTIONS OF CULTURAL AND LINGUISTIC PREPAREDNESS: DEAF AND HARD OF HEARING COLLEGE STUDENTS’ BELIEFS ABOUT THEIR K-12 SCHOOL SETTING by Rebecca A Rosenbarker A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language Hamline University Saint Paul, Minnesota December 2015 Primary Advisor: Anne DeMuth Secondary Advisor: Elizabeth Will Peer Reviewer: Meghan Reutzel TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION Understanding Deafness Role of Researcher Guiding Questions Summary 11 Chapter Overviews 11 CHAPTER TWO: LITERATURE REVIEW 13 Deaf Culture 13 Validity of Deaf Culture 15 Common Practices and Beliefs of Deaf Culture 16 American Sign Language and Deaf Culture 18 The Education Debate 20 Importance of Early Exposure to ASL 21 Types of Educational Settings for the Deaf and Hard of Hearing 22 Legislation 23 Parental Pressures 24 Various Expectations for Educating the Deaf and Hard of Hearing 26 Support for Mainstream Education of the Deaf and Hard of Hearing 27 Support for Schools for the Deaf and Hard of Hearing 29 The Gap 32 Research Questions 33 Summary 33 CHAPTER THREE: METHODS 35 Overview 35 Research Paradigm 35 Methodology 36 Data Collection 37 Participants 37 Setting 37 Data Collection Technique: Survey 38 Procedure 39 Participants 39 Pilot Study 39 Materials 41 Data Analysis 42 Verification of Data 42 Ethics 43 Conclusion 43 CHAPTER FOUR: RESULTS 44 Results of Survey Responses 46 School setting 46 Self-Identification: Hearing Level 47 Gender of Participants 49 Group Identity of Participants 51 Hearing Abilities of Parents 52 Cultural Deaf Identity 53 Preferred Language to Use 54 Preferred Language to Receive 55 Positive Occurrences in School 56 Negative Occurrences in School 57 Linguistic Preparedness for the Hearing World 59 Cultural Preparedness for the Hearing World 61 Linguistic Preparedness for the Deaf Community 63 Cultural Preparedness for the Deaf Community 65 Educational Setting Preference 66 Conclusion 68 CHAPTER FIVE: CONCLUSIONS 70 Major Findings 71 Preparedness for Linguistic Success in the Hearing World 71 Preparedness for Linguistic Success in the Deaf Community 71 Preparedness for Cultural Success in the Hearing Community 72 Preparedness for Cultural Success in the Deaf Community 73 Preferred Language to Use 73 Preferred Language to Receive 74 Cultural Self-Affiliation 74 Summary of Findings 75 Limitations 75 Limitations of Survey Questions 75 Limitations of Participants 77 Implications 78 Further Research 80 Conclusion 81 APPENDIX A: Data Collection Instrument 82 APPENDIX B: Responses to Question 86 APPENDIX C: Responses to Question 88 APPENDIX D: Responses to Question 12 90 APPENDIX E: Responses to Question 13 93 APPENDIX F: Responses to Question 14 96 APPENDIX G: Responses to Question 15 98 APPENDIX H: Responses to Question 16 100 REFERENCES 103 CHAPTER ONE: INTRODUCTION Cultural practices, customs, language, and beliefs are typically passed down from one generation to the next Parents find joy in watching their children say their first words and learn language, and in instilling cultural values in the lives of their children The language and culture of culturally Deaf individuals, however, is unique in how it is transferred between generations With over 90% of deaf children being born to hearing parents and into hearing families (Kyle & Pullen, 1988; Sparrow, 2005), it is difficult to pass along the ideals of Deaf culture and Deaf empowerment from parent to child if neither parent personally identifies as a culturally Deaf individual To clarify, there is a distinct differentiation between being deaf (someone who cannot hear) and being Deaf (someone who identifies as a member of the culturally Deaf community) In the absence of a parental figure able to serve as the cultural and linguistic model, Deaf cultural values and language are often taught to children by biologically unrelated members of the culturally Deaf community, typically in a setting such as a school for the deaf and hard of hearing With most hearing parents being unfamiliar with the deaf world, they may be unaware of the linguistic and cultural opportunities available to their children in a variety of educational settings A person can be both deaf and Deaf, but not all deaf people are Deaf Both terms will be used in this research, with “deaf” referring to a physical description, and “Deaf” referring to a cultural identity that requires additional components of membership, such as the use of American Sign Language, and a sociocultural perspective on deafness Since most parents of deaf children are themselves hearing, American Sign Language is typically not the language taught to deaf infants by their parents (Desselle & Pearlmutter, 1997) Parents may make an effort to incorporate “baby sign” into the lives of their children, but American Sign Language (ASL) is a full and complex language different from English Without having a native language model of ASL early in their lives, deaf and hard of hearing children born to hearing parents may not learn ASL as well as deaf or hard of hearing children born to deaf or signing parents Studies have shown that age of exposure to a language has a significant impact on the individual’s eventual mastery of language (Gheitury, Ashraf, & Hashemi, 2014; Grenana & Long, 2013; Huang, 2014; Shaw & Roberson, 2015) This finding extends to ASL and its users (Berk, 2003) It is for this reason that the education of deaf and hard of hearing students in their particularly formative years (K-12 education) can have an enormous impact on the development of their linguistic identity, as well as their Deaf cultural identity It is also why new parents of deaf and hard of hearing children need resources available in order to educate themselves about the various educational opportunities available to their children There are a wide variety of settings in which deaf and hard of hearing students can be educated At one end of the spectrum, there is the residential school for the deaf and hard of hearing option, where students live at a school specifically designed to educate deaf and hard of hearing students At the other end is traditional education, where deaf and hard of hearing students are matriculated in classes with their hearing peers in public schools, sometimes with additional assistance in various forms There are varying options between the two extremes, including a day program at a school for the deaf and hard of hearing, as well as an isolated classroom for the deaf and hard of hearing in a mainstream public school (Hairston, 1995; Moores, 1987) The various types of educational settings available to deaf and hard of hearing students have their strengths and weaknesses The focus of this research was to examine the different settings’ role in the cultural and linguistic identity development of students Understanding Deafness The Deaf community has a unique culture that embraces its members’ deafness, and requires different components of true membership beyond simply having hearing loss When referring to the Deaf community and when referencing Deaf culture these terms are distinctly written with a capital letter “D” (Tucker, 1998) Going along with the Deaf community is the term Deaf, also written with a capital “D,” and signifies belonging or membership to the cultural aspect of hearing loss (Pagliaro, 2001; Reagan, 1995; Tucker, 1998) The term deaf, written with a lowercase “d” is not to be confused with Deaf, as deaf refers to the physical condition of hearing loss (Reagan, 1995) It is important to note that individuals who are Deaf and those who are deaf often maintain distinctly different cultural and linguistic identities There are individuals who maintain a limited amount of hearing who are referred to as hard of hearing An individual may be Deaf and hard of hearing, but cannot be deaf and hard of hearing, as hard of hearing simply refers to the physical level of hearing Another topic covered in this research and necessary to highlight is American Sign Language (ASL) ASL is a full and complete visual language used by many deaf and hard of hearing individuals in North America (Linderman, 1993; Pagliaro, 2001; Shaw & Roberson, 2015; Tucker, 1998) There are designated schools for the deaf and hard of hearing, which are educational settings designed specifically to educate students with limited to no hearing abilities Although the settings of these schools vary, two common options within schools for the deaf and hard of hearing are residential programs, in which students generally board on campus during the week and return home on weekends, and day programs, where the students return to their homes after classes each day (Hairston, 1994; Moores, 1987) Other types of education available to the deaf and hard of hearing are located in mainstream public schools These settings can also vary, from a secluded classroom for the deaf and hard of hearing, to classrooms which have deaf and hard of hearing students participating with hearing peers (Hairston, 1994; Moores, 1987) Role of Researcher As a child, I was always fascinated by world cultures, languages, and the idea that people could understand each other in ways that were unintelligible to me I had a particular interest in ASL and Deaf culture From a young age I was intrigued by media which included ASL, such as the children’s shows Sesame Street and Lamb Chop, and the drama Sue Thomas, F.B Eye I began taking ASL classes at the local community college in elementary school, and have continued taking classes when available over the years I often wondered what it would be like to be deaf myself, or to have someone in my family who could not hear The mainstream public high school I attended happened to have a representation of deaf and hard of hearing students, many of whom I befriended All were born to hearing parents, who had no knowledge of a history of deafness in their family As a result, all of these parents had research and work to when it came to making decisions about their children’s education Currently, I am taking an ASL class where many of the other students are taking the class because there is a new addition to their family who was born deaf or hard of hearing Many stay after class to talk with the teacher about their children, and often have numerous questions to which they need help finding the answers There are many resources available containing testimonies of students supporting varying types of school settings for themselves and other deaf or hard of hearing children (DeWalt, 1998; Shaw & Roberson, 2015; Stern, 2008), but in my research there was not much available that investigates how deaf and hard of hearing young adults themselves feel their K-12 educational setting prepared them for life after high school The research presented in this paper can serve new parents of deaf and hard of hearing children who are exploring the educational options available for their children It also allows parents to see what a sampling of deaf and hard of hearing college students have to say regarding how their K12 educational setting prepared them for life in both the Deaf community and in the hearing world My role in this study was that of a researcher I did not meet any of the participants in person, nor did I observe them in a specific type of educational setting I asked them to respond to a survey, which asked for their opinions and responses to questions relating to their K-12 educational experience Guiding Questions With different types of educational settings in mind, my research asked deaf and hard of hearing young adults to reflect on their K-12 educational experience and assess 94 Question 13 – Do you think your K-12 education prepared you (culturally) to succeed as an adult in the hearing world? Please give an explanation     Mainstream classes in a mainstream school o “yes—it taught me to navigate through the hearing world dealing with cultural appropriations and idiosyncrasies that are not taught in schools for the Deaf” o “Yes and no I was raised in a hearing family who did not use ASL and had no knowledge about Deaf people and Deaf culture I felt that there was a big piece missing from my life and that was my Deaf identity and Deaf culture However, I learned to survive in the “hearing” world because I was an independent learner and felt the need to prove to hearing people that I could anything but hear When I learned ASL, I fell in love with Deaf culture, which changed my life and opened up many opportunities for me, culturally and linguistically.” o “Yes, because I was in the deaf program-however most of them had hearing parents so looking back, it would’ve been nice if hearing parents were taught more about our culture and try to get more involved” o “No – the credit would have to go to me I worked my butt off – every day after school I would take a nap, and then transcribe notes form the school book to my notepad –this has proven to me to be the best way for me to remember things.” o “No, not much exposure to deaf, therefore not getting a good cultural experience.” Designated deaf/hard of hearing classroom in a mainstream school o “Yes” Day program at a school for the deaf o “Not sure” Residential program at a school for the deaf o “Kind of, deaf schools i went to had a lot of Deaf Power teachers were I was always told that the hearing world was cruel and I wouldnt fit in anywhere whereas I found to be untrue because not all hearing people are cruel.” o “Yes, I believe there were many diverse students that I was hang out with I was able to learn many different things about cultures from individuals.” 95  Other o “yes, I grew up in a hearing setting in Mexico, my love for geography and Mexican and world history class, led me to travel along for three months in Europe after getting my college degree, for three months, that was before I learned ASL.” o “Yes Mainstreaming gave me experience in the hearing world from a young age I gradually figured out the skills I needed to thrive I don’t think that would have happened in a deaf classroom But that’s just me.” 96 APPENDIX F Responses to Question 14 97 Question 14 – Do you think you K-12 education prepared you (linguistically) to succeed as an adult in the Deaf community? Please give an explanation (NOTE: N=10)     Mainstream classes in a mainstream school o “nope I was not ASL enough and got criticized for it until I mastered ASL” o “Yes and no Since I had good English, I was able to acquire a second language, ASL, quickly at NTID, as an adult I mastered it in such a short time that I was able to immerse myself in the Deaf community and feel connected with other Deaf people who used ASL.” o “Yes Grew up in a mainstream school with a deaf program so I had all of the resources available for me.” o “NO” o “No, because again not much exposure to deaf community, and when I was, I was even bullied by Deaf who thought they were better than me I was bullied because I spelled too much, therefore not DEAF enough.” Designated deaf/hard of hearing classroom in a mainstream school o “Yes” Residential program at a school for the deaf o “yes, my ASL skills are superb although I think in English Weird coming from a deaf family I’d think.” o “No, Some of them have favoritism of which students they like and teach them in linguistic to succeed in deaf community I was kind of left behind and had to fight to get what I want to be succeed.” Other o “No, again I grew up in a hearing school, I did not know about the exposure and existence of sign language until after college.” o “No, I wasn’t exposed to ASL But I can live with that.” 98 APPENDIX G Responses to Question 15 99 Question 15 – Do you think your K-12 education prepared you (culturally) to succeed as an adult in the Deaf community? Please give an explanation (NOTE: N=10)     Mainstream classes in a mainstream school o “Not really… I still don’t feel Deaf enough even though I am dedicated to the Deaf world” o “No, like I mentioned earlier, I did not have any exposure to Deaf culture until I attended NTID However, as an independent learner and self starter, I quickly immersed myself with ASL and Deaf culture I truly felt at home, as an adult I have not looked back since then.” o “Yes, they taught about RIT/CSUN/Gallaudet and other schools that had deaf programs o “No” o “No, same reason as #14.” Designated deaf/hard of hearing classroom in a mainstream school o “Yes” Residential program at a school for the deaf o “Yes and No They all told me to go to Gallaudet and thats where I went and experienced the backlash of Deaf elitism and favoritism You have to be “in” to know where and whom to network with.” o “yes, As we know we were in deaf institution, we strongly believe that we are big D deaf, but there are some oppression around us such as CIs which refers as a robot However, today’s in deaf community is more acceptable for students with CIs to refer themselves as big D deaf.” Other o “I can say, my skills and my success in school in Mexico, some deaf people in my local community in California, have seen me as their role model I sit down with these deaf people, often to give them moral support for their struggle in school.” o “No, Mainstreaming didn’t expose me to Deaf norms But I can live with that.” 100 APPENDIX H Responses to Question 16 101 Question 16 – If you ever have a deaf or hard of hearing child of your won, which type of educational setting would you choose for him/her? Why? (NOTE: N=9)    Mainstream classes in a mainstream school o “a combination of both” o “First, I would use ASL with my Deaf or hard-of-hearing child because communication is the key to understand others I would want my child to have a good education, as well as social opportunities with sports and activities If mainstreaming was an option, I would ensure that there were support services available such as ASL interpreters, notetakers, and other Deaf students I would not want my Deaf child to be the only Deaf student in the whole school like my experience If there was a good Deaf school with a strong education (e.g certified bilingual teachers) that also provided sports and activities, I would send my Deaf child there This question is really a “what if and what is available” but I would know better how to provide a much positive learning experience because of what I experienced.” o “Well times are changing now I’d love to put him/her in a mainstream school if there is a good deaf program but that is changing now so I’m not sure I always think about this question because it makes me nervous I feel like more kids are being isolated and being the only deaf kid at their school and I don’t think that’s a good idea.” o “For both deaf and HoH children, I would emphasize ASL first and English second – but both have to be mastered if you want to venture into the hearing world People underestimate the value of belonging to a group – something I don’t think I really will ever know.” o “I would want to raise a child who was not into bullying others, not passing judgement on people because of the way they communicate, as the Deaf community has with me.” Designated deaf/hard of hearing classroom in a mainstream school o “Deaf school” Residential program at a school for the deaf o “I would chose a bilingual setting because both languages are essential in navigating the world.” o “Depend where I would be at, I will place my child to deaf institution for socialize with other deaf/HOH children until they are in 1st grade or so, possible transfer to mainstream school until high school But since I experienced my frustration with level of writing and reading, I would as a parent take action to make sure I educate my children in the level where they should be.” 102  Other o “This is a difficult question, I feel more comfortable in the deaf setting My parents not sign with me I would prefer a dual setting a mainstream (with interpreter) and a deaf setting (where all sign, and deaf people) 50 % and 50 %.” 103 REFERENCES Angelides, P., & Aravi, C (2006) A comparative perspective on the experiences of deaf and hard of hearing individuals as students at mainstream and special schools American Annals of the Deaf, 151(5), 476-487 doi:10.1353/aad.2007.0001 Berk, S B (2003) Sensitive period effects on the acquisition of language: A study of language development (Doctoral dissertation) ProQuest Dissertations & Theses Global: Social Sciences (305340027) Conboy, B T., & 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Expectations for Educating the Deaf and Hard of Hearing 26 Support for Mainstream Education of the Deaf and Hard of Hearing 27 Support for Schools for the Deaf and Hard of Hearing 29 The... of low expectations in the education of the deaf and hard of hearing There is evidence of teachers giving deaf and hard of hearing students simplified instruction and easy, repetitive work, and